Toll Free
877.485.1973 | T: 541.485.1973 | F: 541.683.7543
 | P.O. Box 11248 | Eugene, OR 97440
Facebook footer  Tiwtter footer  LinkedIn footer  YouTube footer  Vimeo footer  Pinterest footer

The effectiveness of in-class instructive feedback versus after-class instructive feedback for teachers learning Direct Instruction teaching behaviors

Coulter, G.; Grossen, B.
Abstract:
This study compared the effectiveness of feedback about teacher performance received in-class with feedback received after-class. Teachers instructed remedial fifth and sixth grade students with the Direct Instruction reading program, Corrective Reading. Five of seven teachers acquired specific teaching behaviors at a faster rate with in-class feedback as compared to after-class feedback; additionally, in-class feedback resulted in better maintenance of behaviors when measured two weeks after intervention. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1997
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Corrective Reading; coaching; teacher training; implementation; feedback
Source:
Effective School Practices
Volume:
16
Number:
4
Pages:
21-35
Design type:
Single Subject
Fidelity monitored:
Yes
Other tags:
Corrective Reading, coaching, implementation, feedback, teachers
Location/Setting:
Middle School
Hits: 5067

Module-Bottom-Button-A rev

Module-Bottom-Button-B rev

Module-Bottom-Button-C rev2

AmazonSmileModule 01